The DesignWriteStudio is, first and foremost, a learning community, by which is meant a group of people (participants) sharing an interest in learning from and with each other. More formally:
The DesignWriteStudio is a participatory, collaborative and open learning space focused on designing and writing interactive texts. We use the TiddlyWiki platform to explore the practices and techniques of hypertext and hypertextuality. The DesignWriteStudio TiddlyWiki (which you are likely viewing now, and is available on the Web at http://designwritestudio.com) serves as the web presence of the Studio, and as a demonstration of TiddlyWiki. Steven M. Schneider Beginning in January 2018, the DesignWriteStudio will serve as the primary Web presence supporting a 15-week university course exploring hypertext theory and applying hypertextual techniques using TiddlyWiki as the primary teaching and learning platform. The course, Designing and Writing Interactive Texts , will include both graduate and undergraduate students enrolled at the SUNY Polytechnic Institute in Utica NY USA. Degree-seeking students in the course are mostly matriculated in the graduate Information Design & Technology or undergraduate Interactive Media & Game Design programs. In addition, the course will be offered as an Open Course (perhaps a SOOC - a Small Open Online Course) to anyone interested in participating. Finally, it is hoped that experienced TiddlyWiki enthusiasts will join the Studio as participants: reviewing and critiquing projects, providing support to participants, and possibly engaging in collaborative projects with participants. Participants will study the historical and theoretical aspects of hypertext, and apply this understanding in the design and writing of interactive texts using TiddlyWiki. The primary teaching resources will include: Further details forthcoming. Engage/discuss: email steve@sunyit.edu || twitter @stevesunypoly Class participants are welcome to attend classroom-based workshops on the SUNY Polytechnic campus. Classroom Workshops are generally held on Tuesdays and Thursdays from 10:00-11:50 am in Donovan Hall 1229. Students registered for COM 375 are expected to attend. Attendance is optional but welcome for students registered IDT 575. All classroom workshops will be recorded for later review by students. Here is my first CollaborateUltra tutorial: https://us-lti.bbcollab.com/recording/c8fbca942f774d32b21bd7929fcd7512 Here it is in an iframe: Explores the contemporary practice of writing in digital environments, with an emphasis on hypertext and hypertextuality. Reviews the history of writing, and the notion of interactivity. Techniques for writing digital texts with navigational and semantic elements are presented and practiced. Students design and write wikis featuring words, images, video and audio, and use a variant of Markdown to structure elements and render documents and texts consistent with contemporary standards of design and presentation. We explore the processes and techniques associated with writing and designing interactive texts. A quick demonstration of an interactive text:
This identifies plugins and other customizations that have been added to the default TiddlyWiki Macros:
Templates:
Links reference SUNY Poly Library ebooks See also Annotation Using Ebrary (saved in ebsco folder) @book{37771720070101,
Abstract = {This innovative monograph focuses on a contemporary form of computer-based literature called'literary hypertext', a digital, interactive, communicative form of new media writing. Canonizing Hypertext combines theoretical and hermeneutic investigations with empirical research into the motivational and pedagogic possibilities of this form of literature. It focuses on key questions for literary scholars and teachers: How can literature be taught in such a way as to make it relevant for an increasingly hypermedia-oriented readership? How can the rapidly evolving new media be integrated into curricula that still seek to transmit'traditional'literary competence? How can the notion of literary competence be broadened to take into account these current trends? This study, which argues for hypertext's integration in the literary canon, offers a critical overview of developments in hypertext theory, an exemplary hypertext canon and an evaluation of possible classroom applications.},
Author = {Ensslin, Astrid},
ISBN = {9780826495587},
Publisher = {Continuum},
Series = {Continuum Literary Studies},
Title = {Canonizing Hypertext : Explorations and Constructions.},
URL = {http://sunypoly.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=377717&site=eds-live},
Year = {2007},
}
@book{2088719990101,
Abstract = {Previous ed.: 1993.},
Author = {McAleese, Ray},
ISBN = {9781871516289},
Publisher = {Intellect Books},
Title = {Hypertext : Theory Into Practice.},
Volume = {2nd ed},
URL = {http://sunypoly.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=20887&site=eds-live},
Year = {1999},
}
@book{9126920020101,
Abstract = {Once the basic idea of hypertext had spread rapidly throughout the world via the Internet, the reception of hypertexts soon became subject of empirical research among psychologists, cognitive scientists, and educational researchers. As easy to use software for the writing of hypertexts (HTML editors) is now broadly available, there are no longer any technical obstacles for the use of hypertext production in teaching and learning. This book presents and analyses the learning effects that can be anticipated from the production of hypertexts. It includes laboratory experiments, studies on the production of hypertexts in the context of educational institutions, and reports on software environments designed for the production of hypertext. It includes theoretical, empirically and developmentally oriented contributions. The first three chapters link up directly with research on traditional writing while addressing aspects of the interaction between content and rhetoric during hypertext writ},
Author = {Bromme, Rainer and Stahl, Elmar and European Association for Research on Learning and, Instruction},
ISBN = {9780080439877},
Number = {Vol. 10},
Publisher = {Pergamon Press},
Series = {Advances in Learning and Instruction Series},
Title = {Writing Hypertext and Learning : Conceptual and Empirical Approaches.},
Volume = {1st ed},
URL = {http://sunypoly.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=91269&site=eds-live},
Year = {2002},
}
@book{61668520130101,
Abstract = {This book explores the history of hypertext, an influential concept that forms the underlying structure of the World Wide Web and innumerable software applications. Barnet combines an analysis of contemporary literature with her exclusive interviews with those at the forefront of the hypertext innovation. She tells both the human and the technological story, tracing its path back to an analogue device imagined by Vannevar Bush in 1945, before modern computing had happened. ‘Memory Machines'offers an expansive record of hypertext over the last 60 years, pinpointing the major breakthroughs and fundamental flaws in its evolution. Barnet argues that some of the earliest hypertext systems were more richly connected and in some respects more flexible than the Web; this is also a fascinating account of the paths not taken. Barnet ends the journey through computing history at the birth of mass domesticated hypertext, at the point that it grew out of the university labs and into the Web. And y},
Author = {Barnet, Belinda},
ISBN = {9780857280602},
Publisher = {Anthem Press},
Series = {Anthem Scholarship in the Digital Age},
Title = {Memory Machines : The Evolution of Hypertext.},
URL = {http://sunypoly.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=616685&site=eds-live},
Year = {2013},
}
@book{53436320100101,
Abstract = {What happens to literature in an age of digital technology? Regards Croisés: Perspectives on Digital Literature provides an answer, with a collection of cutting-edge critical essays on literature gone digital. Regards Croisés is an important addition to existing research on digital literature, and will appeal to scholars of electronic writing, digital art,humanities computing, media and communication, and others interested in the field. It offers a significant advance in the field through its wide-angle perspective that globalizes digital literature and diversifies the current critical paradigms. Regards Croisés shows how digital literature connects with traditions and future directions of reading and writing communities all over the world. With contributions by authors from eight countries and three continents, the collection presents points of view on a transcontinental practice of digital literature. Regards Croisés also opens dialogues with expanded critical paradigms of digital l},
Author = {Baldwin, Sandy and Bootz, Philippe},
ISBN = {9781933202471},
Publisher = {West Virginia University Press},
Series = {UPCC Book Collections on Project MUSE},
Title = {Regards Croises : Perspectives on Digital Literature.},
Volume = {1st ed},
URL = {http://sunypoly.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=534363&site=eds-live},
Year = {2010},
}
@book{8185320030101,
Abstract = {Mining the Web: Discovering Knowledge from Hypertext Data is the first book devoted entirely to techniques for producing knowledge from the vast body of unstructured Web data. Building on an initial survey of infrastructural issues—including Web crawling and indexing—Chakrabarti examines low-level machine learning techniques as they relate specifically to the challenges of Web mining. He then devotes the final part of the book to applications that unite infrastructure and analysis to bring machine learning to bear on systematically acquired and stored data. Here the focus is on results: the strengths and weaknesses of these applications, along with their potential as foundations for further progress. From Chakrabarti's work—painstaking, critical, and forward-looking—readers will gain the theoretical and practical understanding they need to contribute to the Web mining effort.• A comprehensive, critical exploration of statistics-based attempts to make sense of Web Mining.• Details the },
Author = {Chakrabarti, Soumen},
ISBN = {9781558607545},
Publisher = {Morgan Kaufmann},
Series = {Morgan Kaufmann Series in Data Management Systems},
Title = {Mining the Web : Discovering Knowledge From Hypertext Data.},
URL = {http://sunypoly.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=81853&site=eds-live},
Year = {2003},
}
@book{76178120130101,
Abstract = {In this revolutionary and highly original work, poet-scholar Glazier investigates the ways in which computer technology has influenced and transformed the writing and dissemination of poetry. In Digital Poetics, Loss Pequeño Glazier argues that the increase in computer technology and accessibility, specifically the World Wide Web, has created a new and viable place for the writing and dissemination of poetry. Glazier's work not only introduces the reader to the current state of electronic writing but also outlines the historical and technical contexts out of which electronic poetry has emerged and demonstrates some of the possibilities of the new medium. Glazier examines three principal forms of electronic textuality: hypertext, visual/kinetic text, and works in programmable media. He considers avant-garde poetics and its relationship to the on-line age, the relationship between web'pages'and book technology, and the way in which certain kinds of web constructions are in and of themse},
Author = {Glazier, Loss Pequeño},
ISBN = {9780817310745},
Publisher = {University Alabama Press},
Series = {Modern and Contemporary Poetics},
Title = {Digital Poetics : Hypertext, Visual-Kinetic Text and Writing in Programmable Media.},
URL = {http://sunypoly.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=761781&site=eds-live},
Year = {2013},
}
@book{7814820020101,
Abstract = {Tracing a journey from the 1950s through the 1990s, N. Katherine Hayles uses the autobiographical persona of Kaye to explore how literature has transformed itself from inscriptions rendered as the flat durable marks of print to the dynamic images of CRT screens, from verbal texts to the diverse sensory modalities of multimedia works, from books to technotexts.Weaving together Kaye's pseudo-autobiographical narrative with a theorization of contemporary literature in media-specific terms, Hayles examines the ways in which literary texts in every genre and period mutate as they are reconceived and rewritten for electronic formats. As electronic documents become more pervasive, print appears not as the sea in which we swim, transparent because we are so accustomed to its conventions, but rather as a medium with its own assumptions, specificities, and inscription practices. Hayles explores works that focus on the very inscription technologies that produce them, examining three writing mach},
Author = {Hayles, N. Katherine},
ISBN = {9780262083119},
Publisher = {The MIT Press},
Series = {Mediawork Pamphlet},
Title = {Writing Machines.},
URL = {http://sunypoly.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=78148&site=eds-live},
Year = {2002},
}
@book{7993419990101,
Abstract = {How We Write is an accessible guide to the entire writing process, from forming ideas to formatting text. Combining new explanations of creativity with insights into writing as design, it offers a full account of the mental, physical and social aspects of writing. How We Write explores: how children learn to write the importance of reflective thinking processes of planning, composing and revising visual design of text cultural influences on writing global hypertext and the future of collaborative and on-line writing. By referring to a wealth of examples from writers such as Umberto Eco, Terry Pratchett and Ian Fleming, How We Write ultimately teaches us how to control and extend our own writing abilities. How We Write will be of value to students and teachers of language and psychology, professional and aspiring writers, and anyone interested in this familiar yet complex activity.},
Author = {Sharples, Mike},
ISBN = {9780415185875},
Publisher = {Routledge},
Title = {How We Write : Writing As Creative Design.},
URL = {http://sunypoly.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=79934&site=eds-live},
Year = {1999},
}
I can share a link to a book or to (my) page (within SUNYIT)(my page, because I is highlighted?). this is the ebrary record:
TITLE
From Codex to Hypertext
SUBTITLE
Reading at the Turn of the Twenty-first Century
SERIES
Studies in Print Culture and the History of the Book
EDITOR
Anouk Lang
PUBLISHER
University of Massachusetts Press
PRINT PUB DATE
2012-12-01
EBOOK PUB DATE
N/A
LANGUAGE
English
PRINT ISBN
9781558499522
EBOOK ISBN
9781613762004
PAGES
276
LC SUBJECT HEADING
Books and reading.
LC CALL NUMBER
[Z1003.F84 2012]
DEWEY DECIMAL NUMBER
028.9
DOCUMENT TYPE
book Individuals writing essays produce text organized in patterns. For the writer, a well organized outline of information serves as a blue print for action. It provides focus and direction as the writer composes the document, which helps to ensure that the stated purpose is fulfilled. For the reader, clear organization greatly enhances the ease with which one can understand and remember the information being presented There are a variety of patterns of organization. Individuals writing essays produce text organized in patterns. For the writer, a well organized outline of information serves as a blue print for action. It provides focus and direction as the writer composes the document, which helps to ensure that the stated purpose is fulfilled. For the reader, clear organization greatly enhances the ease with which one can understand and remember the information being presented There are a variety of patterns of organization. This is my first exploration ever with the use of storylist in a filter. There are currently 1 tiddlers in the story list. Hello There|| the first tiddler in the story list. Hello There || the last tiddler in the story list. || the tiddler before this tiddler, First exploration with story list. || the tiddler after this tiddler ( First exploration with story list ) Here are all the tiddlers in the story list:
Hello There,
Navigation Help Beginning in January 2018, the DesignWriteStudio will serve as the primary Web presence supporting a 15-week university course exploring hypertext theory and applying hypertextual techniques using TiddlyWiki as the primary teaching and learning platform.
The DesignWriteStudio will be the primary Web space for the course Designing and Writing Interactive Texts . In the Spring 2018 semester, this course will be offered as both an open course and as credit-bearing courses.
Open Course Spring 2018
Notes identifying changes, updates and developments to this wiki
13th December 2017 A learning community is a group of people who share common academic goals and attitudes, who meet semi-regularly to collaborate on classwork. Such communities have become the template for a cohort-based, interdisciplinary approach to higher education. This may be based on an advanced kind of educational or 'pedagogical' design. Community psychologists such as McMillan and Chavis state that there are four key factors that defined a sense of community: (1) membership, (2) influence, (3) fulfillment of individuals needs and (4) shared events and emotional connections. So, the participants of learning community must feel some sense of loyalty and belonging to the group (membership) that drive their desire to keep working and helping others, also the things that the participants do must affect what happens in the community; that means, an active and not just a reactive performance (influence). Besides a learning community must give the chance to the participants to meet particular needs (fulfillment) by expressing personal opinions, asking for help or specific information and share stories of events with particular issue included (emotional connections) emotional experiences. Class participants are welcome to attend online synchronous workshops. Online Workshops are generally held on Mondays from 7:00-8:15pm. The platform will be determined at a future date. Students attending the workshops will be invited to share their screens to review their work. Video is optional. Audio is mandatory. Attendance is optional for all students. All online synchronous workshops will be recorded for later review by students. The DesignWriteStudio will host an Open Course in the Spring 2018 semester, beginning January 23, 2018. Individuals interested in following the flow of the class by completing exercises and submitting critiques are welcome to become participants in the Studio. Open Students are asked to join the Design Write Google Group. For more information, please contact Steve Schneider, steve@sunyit.edu Anyone is welcome to participate in this learning community by engaging in some or all of the activities, including exercises, critiques and projects. Individuals interested in following the flow of the class by completing exercises and submitting critiques are welcome to become participants in the Studio. Open Students are asked to join the Design Write Google Group. For more information, please contact Steve Schneider, steve@sunyit.edu Individuals interested in following the flow of the class by completing exercises and submitting critiques are welcome to become participants in the Studio. Open Students are asked to join the Design Write Google Group. For more information, please contact Steve Schneider, steve@sunyit.edu Like this: Tiddler Name Approach 1: Approach 2: COM 375 is a credit-bearing course offered by SUNY Poly. Students wishing to receive credit must register. IDT 575 is a credit-bearing course offered by SUNY Poly. Students wishing to receive credit must register. There are 85 bibliographic references. Here are all of the titles, with author, sorted by author, with the URL provided:
>Semantic Annotation and Retrieval: Web of Hypertext - RDFa and Microformats
>Semantic Annotation and Retrieval: Web of Hypertext - RDFa and Microformats
>Inaccuracy and Reading in Multiple Text and Internet/Hypertext Environments
>Hypermedia reading strategies employed by advanced learners of English
>Prior knowledge in learning from a non-linear electronic document: Disorientation and coherence of the reading sequences
>THE ROLE OF SELF-REGULATED LEARNING ABOUT SCIENCE WITH HYPERMEDIA
>Historicizing Hypertext and Web 2.0: Access, Governmentality and Cyborgs
>Possible Worlds of Hypertext Fiction
>Theory: Hypertext Fiction and the Significance of Worlds
>Ontological Boundaries and Methodological Leaps The Importance of Possible Worlds Theory for Hypertext Fiction (and Beyond)
>Text and Hypertext Categorization
>delightful vistas Revisiting the Hypertext Garden
>Salience in hypertext: Multiple preferred centers in a plurilinear discourse environment
>Hypertext Writing: Learning and Transfer Effects
>THE ROLE OF DIFFERENT TASK INSTRUCTIONS AND READER CHARACTERISTICS WHEN LEARNING FROM MULTIPLE EXPOSITORY TEXTS
>Biodiversity and conservation. A Hypertext book. The origin, nature and value of biological diversity, the threats to its continued existence, and approaches to preserving what is left
>'Sailing the islands or watching from the dock': the treacherous simplicity of a metaphor. How we handle 'new (electronic) hypertext' versus 'old (printed) text'
>Spatial Hypertext as a reader tool in digital libraries
>Visual analytics of large dynamic digraphs
>HYPERTEXT
>Learning competition of hypertext
>the novel as hypertext Mapping Thomas Pynchon's Against the Day
>BROWSING - A MULTIDIMENSIONAL FRAMEWORK
>From Linking Text to Linking Crimes: Information Retrieval, But Not As You Know It
>THE CHANGING NATURE OF TEXT: A LINGUISTIC PERSPECTIVE
>Multimedia and Reading Ways: a State of the Art
>DESIGN FOR MORE TYPES: DESIGNING TEXT TO SUPPORT THE ACCESS, ENGAGEMENT, AND SUCCESS OF DIVERSE LEARNERS
>Literary Gaming
>"The Pen Is Your Weapon of Choice": Ludic Hypertext Literature and the Play with the Reader
>Digital Annotations: a Formal Model and its Applications
>Blue hypertext is a good design decision : no perceptual disadvantage in reading and successful highlighting of relevant information
>Learning Methods for Graph Models of Document Structure
>Learning from Multimedia and Hypermedia
>Development of a web-based hydrologic education tool using Google Earth resources
>Effects of linear reading, basic computer skills, evaluating online information, and navigation on reading digital text
>Hypertext and Journalism: Audiences Respond to Competing News Narratives
>What Are Preadolescent Readers Doing Online? An Examination of Upper Elementary Students' Reading, Writing, and Communication in Digital Spaces
>Reading Strategies and Cognitive Load: Implications for the Design of Hypertext Documents
>The Otherness of Cyberspace, Virtual Reality and Hypertext
>Hypertext - Classification and Evaluation
>Novices' need for exploration: Effects of goal specificity on hypertext navigation and comprehension
>Scholarly Hyperwriting: The Function of Links in Academic Weblogs
>Simple Semantic Enhancement of Instructional Hypertext
>Cognitive Load in Adaptive Multimedia Learning
>Encouraging serendipity in research: Designing technologies to support connection-making
>How children navigate a multiperspective hypermedia environment: The role of spatial working memory capacity
>HYPERTEXT AND ITS ANACHRONISMS
>Retracing the Footprints from Print to Digital: An Assessment of Textual Structure
>BEYOND CLICKS AND SEMANTICS Facilitating Navigation via the Web's Social Capital
>Hypertexts-Memories-Writing
>Hypertext
>The effects of the number of links and navigation support on cognitive load and learning with hypertext: The mediating role of reading order
>Why don't we read hypertext novels?
>Reading and the Body: The Physical Practice of Reading
>Kafka, Hypertext and Assemblages
>Structure Formation in the Web Toward A Graph Model of Hypertext Types
>Integrating Content and Structure Learning: A Model of Hypertext Zoning and Sounding
>The documentary question with regard to digital : back to the fundamentals
>The Unfortunates: Hypertext, Linearity and the Act of Reading
>How to support learning from multiple hypertext sources
>New Narratives Stories and Storytelling in the Digital Age Introduction
>Information Search and Navigation on the Internet
>Hypertext Was Born Around 1200 A Historical Perspective on Textual Navigation
>Hypertext An Interactive Literacy
>Feral Hypertext: When Hypertext Literature Escapes Control
>All Together Now Hypertext, Collective Narratives, and Online Collective Knowledge Communities
>The Rhetoric of New Media: Teaching a Rhetoric of Hypertext
>Cognitive Theories and Aids to Support Navigation of Multimedia Information Space
>The Effects of Interface Design and Age on Children's Information Processing of Web Sites
>THE INTERACTIVE DIAGRAM SENTENCE: HYPERTEXT AS A MEDIUM OF THOUGHT
>Do graphical overviews facilitate or hinder comprehension in hypertext?
>How adolescents navigate Wikipedia to answer questions
>Russian literature on the internet From hypertext to fairy tale
>Anaphora Resolution and Text Retrieval: A Linguistic Analysis of Hypertexts
>Online Metacognitive Strategies, Hypermedia Annotations, and Motivation on Hypertext Comprehension
>The Chem Paths Student Portal: Making an Online Textbook More than a Book Online
>Learning by Hypertext Writing: Effects of Considering a Single Audience versus Multiple Audiences on Knowledge Acquisition
>Analyzing Collaborative Processes and Learning from Hypertext Through Hierarchical Linear Modelling
>The file as hypertext Documents, files and the many worlds of the paper state
>Digital concept maps for managing knowledge and information
>Stuck in a Loop? Dialogue in Hypertext Fiction
>Stylistics and hypertext fiction
>Co-creation in ambient narratives
>Keys and the crisis in taxonomy: Extinction or reinvention?
>PESTLAW A HYPERTEXT BOOK ON PESTICIDE LEGISLATION IN THE UNITED KINGDOM Source: ?? Thomas Eis The TextStretch macro is a great tool
to keep the message short. Your readers can discover more details easily. Compact and powerful. Want to hide some content? Try it:
The first line of the macro reads If you prefer other
, I recommend to call strex from your own macro or adapt your copy of the Use quotation marks, if your parameter contains whitespace
. If you want to use the default value, you write "" or nothing. Backup your TiddliWiki
. Drag the links from the following list to your Wiki, import, save and reload. Drag the link TextStretch over too, if you want to keep
these explanations. Have fun! New TextStretch Versions might be published on: http://tid.li/tw5/hacks.html#TextStretch This thread in the TiddliWiki Google Group was the ignition which made me develop my own version of a tool similar to
My initial goal was to detect [text], show only […] and expand on click. I was not able to master the detection part, but I think the result is much better anyway. I am very greatful for Mat
– his example StretchText showed me how something like TextStretch can be done. At the same time I would like to thank all other members of the friendly TiddlyWiki community for
inspiring examples, tips and tricks they share. Thank you all! By clicking on the link, you engaged in the practice of following links. If you made this tiddler visible by tapping on its name in another tiddler, then there should be a link to that tiddler here: If there is nothing following the word here in the previous sentence, then you made this tiddler visible by some other way (perhaps by ciicking in the recent tab in the sidebar? Contents/Directories experimental: series of experimental projects, each of which should be described. Example: bibtex. Includes some wikis with ideas, like bibtex (each of these wikis is web-served via github...){{!!fieldname}} so that on <$appear> transclusion it isn't visible...)
Director, Principal Investigator
Contact: steve@sunyit.eduThe Studio for Designing and Writing Interactive Texts
Tab source: $:/_Menu/Home/Configuration/Options
[list[$:/StoryList]]Welcome to the The Studio for Designing and Writing Interactive Texts
LiveStreamed Thursdays
Courses
SUNY Poly COM 375 Spring 2018
SUNY Poly IDT 575 Spring 2018
6th December 2017
4th December 2017
30th November 2017
[[Tiddler Name]]<<strex>>[tag[TextStretch]] <<stretch>>[prefix[$:/_TWaddle]]CRN Subj Crs Sec Title CR CAP Time Days 2410 COM 375 01H Designing/Writing Interac Tex 4 10 TR 1000-1150 CRN Subj Crs Sec Title CR CAP 3776 IDT 575 01H Designing/Writing Interac Tex 3 10
Adida, Ben and Birbeck, Mark and Herman, Ivan
Adida, Ben and Birbeck, Mark and Herman, Ivan
Afflerbach, Peter and Cho, Byeong-Young and Kim, Jong-Yun
Akyel, Ayse and Ercetin, Gulcan
Amadieu, Franck and Tricot, Andre and Marine, Claudette
Azevedo, Roger
Balakrishnan, Sreepriya
Bell, A.
Bell, Alice
Bell, Alice
Benbrahim, Houda and Bramer, Max
Bernstein, Mark
Bexten, Birgitta
Braaksma, Martine and Rijlaarsdam, Gert and van den Bergh, Huub
Braten, Ivar and Gil, Laura and Stromso, Helge I.
Bryant, Peter J.
Bublitz, Wolfram
Buchanan, G. and Blandford, A. and Jones, M. and Thimbleby, H.
Burch, Michael
Cantoni, Lorenzo and Tardini, Stefano
Cassany, Daniel and Aliagas, Cristina
Chanen, Brian W.
Chang, S. J. and Rice, R. E.
Crestani, Fabio
Crystal, David
Diaz Noci, Javier
Edyburn, Dave L. and Edyburn, Keith D.
Ensslin, A.
Ensslin, Astrid and Ensslin, A.
Ferro, Nicola
Gagl, Benjamin
Geibel, Peter and Mehler, Alexander and Kuehnberger, Kai-Uwe
Gerjets, Peter and Kirschner, Paul
Habib, Emad and Ma, Yuxin and Williams, Douglas
Hahnel, Carolin and Goldhammer, Frank and Naumann, Johannes and Kroehne, Ulf
Huesca, Robert and Dervin, Brenda
Hutchison, Amy C. and Woodward, Lindsay and Colwell, Jamie
Ignacio Madrid, R. and Canas, Jose J. and van Oostendorp, Herre
Ilter, Tugrul
Jakobs, Eva-Maria and Lehnen, Katrin
Janez, Alvaro and Rosales, Javier
Jose Luzon, Maria
Jovanovic, Martin
Kalyuga, Slava
Kefalidou, Genovefa and Sharples, Sarah
Kornmann, Jessica and Kammerer, Yvonne and Anjewierden, Anjo and Zettler, Ingo and Trautwein, Ulrich and Gerjets, Peter
Krapp, Peter and Krapp, P.
Lamberti, Adrienne P.
Lawless, Kimberly A. and Schrader, P. G.
Lebrave, Jean-Louis
Levy, Gabriel and Levy, G.
Madrid, R. Ignacio and Van Oostendorp, Herre and Melguizo, Mari Carmen Puerta
Mangen, Anne and van der Weel, Adriaan
McLaughlin, T.
Mecchia, Giuseppina and Stivale, Charles J.
Mehler, Alexander
Mehler, Alexander and Waltinger, Ulli
Menon, Bruno
Mitchell, Kaye
Naumann, Ania B. and Wechsung, Ina and Krems, Josef F.
Page, Ruth and Thomas, Bronwen
Pan, Bing and Fesenmaier, Daniel R.
Platteaux, Herve
Provenzo, Eugene F., Jr. and Goodwin, Amanda P.
Rettberg, Jill Walker
Rettberg, Scott
Rice, Jeff
Roberts, Shelley and Parush, Avi and Lindgaard, Gitte
Rose, Mei and Rose, Gregory M. and Blodgett, Jeffrey G.
Rosenberg, Jim
Salmeron, Ladislao and Baccino, Thierry and Canas, Jose J. and Madrid, Rafael I. and Fajardo, Inmaculada
Salmeron, Ladislao and Cerdan, Raquel and Naumann, Johannes
Schmidt, Henrike
Schmolz, H.
Shang, Hui-Fang
Shorb, Justin M. and Moore, John W.
Stahl, Elmar and Bromme, Rainer and Stadtler, Marc and Jaron, Rafael
Stylianou-Georgiou, Agni and Papanastasiou, Elena and Puntambekar, Sadhana
Suresh, Mayur
Tergan, S. O.
Thomas, Bronwen and Thomas, B.
Trimarco, Paola
van Doorn, Mark and de Vries, Arjen P.
Walter, David Evans and Winterton, Shaun
Warwick, C. J. and Mumford, J. D. and Norton, G. A.Make text short and expandable
Features and Syntax
<<strex magic>> will stretch it out when the dots are clicked:
. Use presets for simplicity or define your own styles and flavors. Tell stories using complex nested structures and transclusion.Full Syntax
<<strex "content" "label" "start" "end" "class" "id">> Default Values
\define strex(content:"TextStretch", label:"…", start:"[", end:"]", class:"", id="_false_")<<ref>> shorthand in $:/_telmiger/ref.
Parameters
Installation
Inspiration
Thank You
